Allegheny Intermediate Unit Training and Consultation Adapted from: Jennifer Goldbloom, PaTTAN

1. Special Education Paraeducator After-School Videoconference Series 2009-2010Session 2: Increasing Independence Allegheny Intermediate Unit Training and Consultation Adapted from:Jennifer Goldbloom, PaTTAN Adapted by AIU -TaC 21/2 hour training

2. The Pennsylvania Training and Technical Assistance Network is an initiative of the Pennsylvania Department of Education working in partnership with families and local education agencies to support programs and services to improve student learning and achievement. PaTTAN’s Mission

3. Our goal for each child is to ensure Individualized Education Program (IEP) teams begin with the general education setting with the use of Supplementary Aids and Services before considering a more restrictive environment PDE’s Commitment to Least Restrictive Environment (LRE)

4. District, IU, Preschool, Agency Policy Your local district’s policies regarding paraeducator job descriptions, duties, and responsibilities provide the final word!

5. Increasing Independence Agenda • Components of Effective Instruction • Strategies to Promote Independence • Helping Students Develop Self-Management Skills

6. Learner Outcomes Participants will: • Describe essential components of effective instruction • Identify effective strategies to move students from dependent to independent learning • Examine the role of self-management in independent learning

7. Consider… “Ultimately, the goal of academic and social skill instruction is to enable students to function independent of external or teacher-mediated interventions and control”. (p.508) Wolery, Bailey, and Sugai (1988)

8. Discussion Activity Building Independence 4 Square

9. Always presume competence.How do we know what is possible? Meet Carly http://abcnews.go.com/video/playerIndex?id=4312070

10. What do YOU do that assists students to demonstrate a skill on their own? Discussion Activity

11. Components of Effective Instruction • Stages of Learning • Setting Students Up for Success • The Instructional Process • Feedback • Generalization

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14. Stages of Learning Application Behavior extended and used in new ways Generalization Behavior transferred to other settings, persons, or materials Maintenance Fluency and accuracy of behavior retained Proficiency Behavior performed with high accuracy and fluency Acquisition Behavior performed with high accuracy (about 80%-90%) Entry Behavior performed at slow rate or not at all. Increasing degree of independence adapted from D.P. Rivera and D.D. Smith, 1997. Teaching Students with Learning and Behavior Problems, (3rd ed.)

15. Setting Students Up for Success Effective Instructional Practices • Students who experience high success rates in school have better learning outcomes than students who experience low success rates • Students can reach a higher level of independence through instruction that is explicit

16. Minimize: Errors Frustration and inappropriate behaviors Future errors Maximize: Instructional time Opportunities for reinforcement Future success Setting Students Up for Success • By providing instruction that is: • Direct and Explicit • Errorless • Matched to student’s achievement level • You will:

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19. Setting Students Up for Success How? • Appropriate instructional tasks and task level • Analysis of skills and routines • Appropriate prompts, cues, and fading • Appropriate feedback • Plan for Generalization

20. The Instructional Process • What comes before instruction • Environment – furniture, temp, lighting, noise • Time – time of day, length of lesson • Physical factors – hunger, allergies, sleep

21. The Instructional Process • The skill or routine itself • Task Analysis – steps, materials, complexity • I do, we do, you do - modeling • Best method of presentation – adaptations, prompts/cue

22. The Instructional Process 2 - activity • Think of … • A skill or routine that you teach: • Task Analysis • I do, we do, you do • Best method of presentation

23. The Instructional Process • What comes after instruction • Feedback • Generalization

24. Feedback • Be Explicit • Be Enthusiastic • Language Level • Reinforcement • natural vs. contrived • Shape Responses

25. Feedback 2 - activity • How do you provide feedback… • Be Explicit • Be Enthusiastic • Language Level • Reinforcement • natural vs. contrived • Shape Responses

26. Generalization Three forms of knowledge • What • factual information about a topic • How • procedures for using the information in specific ways • steps to follow to complete a task • When • when and where to apply the information

27. Generalization • Teach the range of examples • ‘How to’ vs. ‘when to’ • Authentic practice

28. Generalization Tips – HANDOUT 1 • Strategy checklist for student to use • Identify the cues to trigger the use of the skill • Encourage other instructors to coach the skill • Standardize routines across classrooms • Pair rewards with naturally occurring reinforcement • Expand student responses Extending Learning Across Time & Space : The Power of Generalization www.interventioncentral.org

29. Your Turn – What, How, WhenHANDOUT 2 • Requesting Help from Teacher or Peer • Writing a Friendly Letter • Plant Life Cycle • Telling Time

30. What, How, When - HANDOUT 2 Topic___________________ What (factual information) ________________________________________________________________________________________________ How (procedures or steps) ________________________________________________________________________________________________________________________________________________ When (when to use, multiple examples) ________________________________________________________________________________________________________________________________________________

31. Paraeducator’s Role – HANDOUT 3

32. Reflection • Do you find your students only display correct responses (behaviorally/academically) for you, but not in the presence of other educational team members or parents? • Yes or No • Do you find yourself frequently needing to prompt your students to start, continue, or complete tasks? • Yes or No • Do your students have frequent opportunities to demonstrate responsibility for their own learning? • Yes or No • Do your students know how to evaluate their own behavior and learning ? • Yes or No

33. Strategies to Promote Independence • Can’t Do vs. Won’t Do • Methods of Prompting • Choice Making • Schedules

34. Stages of Learning Application Behavior extended and used in new ways Generalization Behavior transferred to other settings, persons, or materials Maintenance Fluency and accuracy of behavior retained Proficiency Behavior performed with high accuracy and fluency Acquisition Behavior performed with high accuracy (about 80%-90%) Entry Behavior performed at slow rate or not at all. Increasing degree of independence adapted from D.P. Rivera and D.D. Smith, 1997. Teaching Students with Learning and Behavior Problems, (3rd ed.)

35. Strategies to Promote Independence A word about independence…

36. Strategies to Promote Independence Can’t Do Vs. Won’t Do

37. If a student can’t perform a task… • Teach the task • Adapt the steps • Student, content, presentation • Change the motor demands of a task • Change the sequence of steps • Modify the materials or use different materials • Assist to complete the task • Work with a peer or in a small group • Adult assistance to complete a step

38. If a student won’t perform a task • Rearrange the Set-Up to the Task • Change the Reinforcement Options • Use Behavioral Momentum • 3or 4 easy tasks before a difficult task

39. Strategies to Promote Independence Methods of Prompting • Provide enough prompts to prevent student from making a mistake and then fade prompts (errorless learning) • Wait until student attempts, then prompt if they make an error. Give the least amount of assistance needed.

40. Cues and Prompts Cue - A signal to say or do something Prompt - Assistance to say or do something

41. Cues • Natural cues • Imposed cues • Questions • Options • Auditory • Visual • Tactile

42. Verbal Direct - a clear statement of what student should do Indirect - ask a question, such as “what should you do next?” Physical Full - Hand over/under hand Partial - Supportive guidance Modeling - show student/student imitates Gestures - pointing, facial expression Types of Prompts

43. Direct Verbal Tell student to come here and get pencil Tell student to keep working until timer rings Indirect Verbal Ask “What do we do next?” Ask “now what?” Say “ remember, you need how many forks?” Examples of Prompts

44. Full Physical Assistance Hold pencil with student to write name Hold student’s hand to assist with holding a cup Partial Physical Assistance Support student at wrist to stabilize handwriting Tap elbow of student to initiate spoon to mouth Examples of Prompts

45. Modeling Write student’s name and then he writes it Show student how you take a drink, then he takes a drink Gesture Put your finger on your mouth to remind student to be quiet Point at the correct item to pick up next Examples of Prompts

46. Reducing PromptDependency • Use systematic routines • Use natural cues • Use Wait Time • Plan to Fade Prompts

47. Reducing PromptDependency 2 • When do you… • Use systematic routines • Use natural cues • Use Wait Time • Plan to Fade Prompts

48. Strategies to Promote Independence Choice-making • Reduces behavior problems • Increases motivation • Promotes generalization • Prepares student for independence

49. Strategies to Promote Independence 2 Choice-making • Reduces behavior problems • Increases motivation • Promotes generalization • Prepares student for independence

50. Strategies to Promote Independence Choice-making opportunities • Between Activities • Within Activities • Refusal • Who • Where • When • Terminate